THE ICT CAPABILITY LEARNING CONTINUUM How to use the ICT Capability Learning Continuum Like other general capabilities listed such as Literacy and Numeracy, it is imperative that if you want to ensure progression and continuity in student capabilities in ICT that you yourself are well-equipped to be able to recognise this occurring and then to plan for effective learning opportunities for each individual student. There is strong evidence to support that the level of confidence and competence you have in ICT, in other words, your own ICT capability has a tremendous impact on the quality of ICT capability a student can achieve. In addition, there is also proof based on recent ICT literacy tests from the National Assessment Program (NAP-ICTL) that exposure to just technology is not enough today to ensure that students themselves are equipped with the skills and knowledge to be lifelong learners. A key characteristic of ICT capability. What you need today is strategies that you know will work? To be an ICT capable teacher, one of the key qualities that must embody is the ability to “apply current instructional principles, research, and appropriate assessment practices to the use of ICTs” (UNESCO, 2017). In order to be able to do this, such general capabilities like ICT capability not only provide you opportunities to develop this within students across Learning Areas but includes a Learning Continua that will help you plan for effective learning opportunities and map common paths throughout it. It is significant to note, that the four out of the six levels of progression in ICT capability lie within Primary education as indicated in the table. According to ACARA, each level in the Learning Continuum indicates a sequence of learning independent of student age. Take note as well, that individual students will progress in their capabilities at their own pace which may be influenced by prior experience, sense of self in the world and cognitive capacity. Prior experience in this circumstance would be whether or not a student would have access to a computer at home. As a teacher, you could use this information to gauge the impact that home use might have on capability and the possible need to set more challenging work in school. It also presents you with the opportunity to ensure that the less capable students are not left behind because of a lack of regular access to ICT outside of school. A student’s attitude to ICT could also have a lot to do with their sense of self in the world. You would need to determine whether they dominate group activities or are they reticent? Do they persevere or give up easily? Use this information to help consider the makeup of groups for an ICT activity. Cognitive capacity refers to the level of decision making a student has in terms of the use of ICT. Higher order skills forms a key part of ICT capability and a student’s awareness of the uses of ICT inside and outside of school will play a strong role in their cognitive abilities. These are some of things that you could use to assess a student’s ICT capability in your lesson. However, here is what you need to know. In order to be able to use the Learning Continuum proficiently, first we’ve already covered you own ICT capability but you also need to know how to recognise progression. Research indicates that progression in ICT capability demands that: • Students develop greater autonomy and confidence in their selection and use of information sources and tools; • Students are expected to develop into discerning users of ICT, with an increasing awareness of the benefits and limitations of the systems they use; • Students become able to present their ideas in an increasing variety of ways with a developing sense of audience; © ICTE Solutions Australia 2018
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